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Experiment

OverviewThe experiment is an opportunity for your students to apply the information that they have

learned about animal habitat, richness, and abundance. They will be given the opportunity toalter part of the habitat to see how this affects the richness and abundance of the animals seen.

Activity

Activity 7: Setting Up Our Own Biodiversity Experiment

The class will read a paragraph describing the class experiment. Following this, each team will

choose an Experimental Question that they would like to learn more about. Each team will thenwork through some questions that will guide them with their experimental set-up and data

collection. The class will go outside, set up the experiments, and collect initial data. A seconddata collection should occur following Part C. The final data collection and data analysis will

follow Part D of the BioKIDS curriculum.

Teacher and Student To DoActivity Teacher Student

7 Have students read over the

experiment description and aid themin choosing an experimental question.

Note what materials each groupwill need for their experiment.

Aid the students in setting up their

experiment and taking initial data. Give students the opportunity tocollect additional data at the end of

Part C and the end of Part D.

Read over the experiment description.

Choose a question for investigation. Use the worksheets to determine your

experimental conditions and data collectionmethods.

Set up your teams experiment and take

initial data. Take additional data at the end of Part Cand the end of Part D.

Time Estimates and Materials ListTime Estimates This activity should take approximately three days including collecting

initial data. Two other days later in the BioKIDS program are needed

to collect data. Approximate times would be at the end of Part C and atthe end of Part D.

Materials List Experimental Supplies

Learning Goals and Exploring QuestionsLearning Goals Content Learning Goals:

Explain how changes in the environment influence the richness

and abundance of organisms.

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Inquiry Learning Goals:

Learner sharpens or clarifies question provided by teacher,materials, or other source.

Learner directed to collect certain data.

Learner guided in process of formulating explanations fromevidence.

Technology Learning Goals: Students will use a PDA to collect experimental data, which will

then be transformed into charts and graphs.

Exploring Questions By changing the environment, how has this changed the animalpopulations in the area?

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To the teacher:

Choosing a Class Experiment

You may choose your class experiment, or have your students involved in making the choice.The possible Biodiversity Experiments are shown on three separate student worksheets. Theseinclude, For the Birds!, Who Lives in the Dirt?, and Who Likes Flowers?. Following this

To the Teachersection, there are detailed descriptions of each experiment.

Experimental Question

The Experiment offers students the opportunity to explore how changes in the environment

influence the richness and abundance of organisms. As a class, read the description of the classexperiment. Have each team of students read over the experimental questions that BioKIDS has

supplied and choose one. We provided these questions as guidelines. If you are comfortablewith it, you may have students modify them or come up with additional questions. The goal of

this exercise is to examine the issues of abundance and richness. Make sure that the questionsask about one of these two concepts.

After the teams have chosen an experimental question, have them work through the experimental

design worksheets to better define what type of experimental set-up they need, and what type ofdata they will collect.

Students will first determine if their question looks at the same experimental set-up at different

time points. For example, you might examine Does the time of day affect the abundance ofanimals using the bird feeder?. For these questions students will need to determine how many

times they will collect data and when. The other set of questions compares two different

experimental set-ups. For example: Does the size of the flower patch affect the abundance ofanimals seen?. In this case, students will need two set-ups, a large and a small flower patch.For these questions students need to define what they will be comparing. Make sure that

students only change ONE THING between the two different set-ups that they are comparing. Inthe flower example, they would need to use the same color and shape of flowers for both the

large and small flower patches. The size of the patch would then be the only difference betweenthe two set-ups. Students collecting data on two set-ups may collect data only once, or collect

data from each set-up several times.

Depending upon your class schedule, it might be a good idea to dictate timing issues to the classso that they can use this information to design their experiments. For example: 1. We can only

collect data at XX time of the day, 2. We will be able to collect data on three separate days, butonly once a day, 3. We can collect data three times in one day, but only for one day. If possible,

allow students to collect data at the time of experimental set-up, at the end of Part C and at theend of Part D.

The second determination that the students will make is if their question is about abundance or

richness. Follow-up questions are on the worksheet to further define the information that theywill need. In many of the experiments it will be possible to use CyberTracker as the collection

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device. Discuss with the class this and other options (pencil and paper) for collecting thenecessary animal data. Students examining both abundance and richness will be collecting data

on the total number of animals present and the kinds of animals present. During the analysis it isimportant to distinguish which type of data actually answers their experimental question.

Have each team complete the summary sheet about their experiment and give you a copy so thatyou can acquire the necessary materials.

Data Collection

Before going outside, aid each team in assembling the supplies necessary to set up their

experiment. In addition, remind students that they will be taking initial data so need to bring theappropriate data collection materials. When outside, help the students in finding appropriate

locations to set up their experimental materials. Make sure that students experiments are welllabeled so that they remain undisturbed.

Initial data should be collected immediately after setting up the experiment. In some cases this

may just be drawing the experimental set-up, where other teams may actually be logging animalsightings. Provide the opportunity at or near the end of Parts C and D for additional data

collection.

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For the Birds!

The Big Picture

The idea of this experiment is to attract a variety of birds to the schoolyard. Different birds can

be expected depending upon a variety of differences such as the location of the feeder, type of

bird seed, and the time of day.

Preparations

You will need a location in the schoolyard where students can place feeders and they will remainundisturbed. It is best to observe the birds from a little bit of a distance, so that they do not fly

away. Therefore, if there is a location that can be seen easily out your classroom window (evenif only with binoculars) it would be great. Make sure that each team labels their feeders.

Remember that you may be able to use the same feeders to ask a number of ExperimentalQuestions.

Materials

Feeder trays can be any flat tray or board. It will be necessary to weight down the trays withsand or a rock so that the wind does not blow them away when they are empty. Depending upon

the questions that your class chooses, you may need more than one kind of birdseed.

Method Notes

You will need to decide if your bird seed trays need to be brought inside after hours. This may

minimize human and animal disturbance during the night. Birdseed needs to be added almostdaily in order to make sure the birds know where to come for seed. It may take the first week to

attract birds initially.

What To Expect

The time of day greatly affects the number of birds that will be at the feeder. Make sure thatyour class will be able to make observations during appropriate times.

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Materials

At least one board or other flat piece of weather-resistant material for every 2 student teams,

more depending on the questions they choose to try to answer. This could be scrap lumber (avoidchemically treated wood!), plywood, sheets of stiff plastic, or anything else that will resistant

rain and that is heavy enough to stay in one place. You could use lighter materials, even heavy

corrugated cardboard, if you can weight it down. These sheets should cover at least 900 cm

2

, buttheir shape is not important.

Marking stakes or other materials to keep track of the control areas. These could be woodenstakes, extra long nails, anything that will let you mark the corners of a board-sized area on the

ground. If the ground is soft you could even use pencils and plastic flagging. You may also wantthe students to have rulers to measure the area of the boards and control areas.

The collecting materials used in earlier activities (magnifying boxes, forceps, plastic bags, etc.)

If you choose to use the Berlese funnel technique, you'll need at least one trowel or shovel tocollect dirt, and some containers (paper bags are good) to put the samples in.

Method Notes

Depending on their question, each team of students will need to put down at least one board.Some will need to put down a board, and then mark an equivalent board-sized area nearby that

will remain uncovered and be used for comparison. Others will need to put boards on differenttypes of ground. Be sure all boards and areas are labeled!

Especially if the ground is wet, it would be good to put a small prop under one edge of each

board. It should be small, raising the board no more than 2 cm off the ground on one side. Thiscan be anything, a stick, a stone.

If time allows, all teams should do a count of animals in the area where their board will go before

they put the board down (this would be the initial data collection). This will be vital for thoselooking at changes over time, but would be good to do for all the different questions.

When lifting boards after some time has passed, students should be prepared -- some animals

will move quickly. It's more effective to wait and watch were they go than to try to grab crittersin motion, most moving things will do a very short dash and stop again.

What To Expect

Much depends on the wetness of the soil, and the amount of vegetation nearby. You willprobably find earthworm tunnels, pillbugs, small dark ground beetles, and slugs or snails. Some

spiders may be hiding there, and you may find small ant nests (look for white larvae and pupae!).Centipedes favor this situation too. Boards placed over vegetation are likely to attract more

animals than those on bare ground. Larger boards will have more animals up to a point, but verylarge ones (over 2 m

2) may have fewer creatures near the middle.

If your schoolyard has seemed pretty barren in earlier collection efforts, then the Berlese funnels

might be an especially good idea. It will help collect the little creatures that are presenteverywhere in soil and leaf litter, even if larger ones seem scarce.

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Who Lives in the Dirt?: Alternate Data Collection Technique

If your class chooses the Who Lives in the Dirt? Experiment, they have two options for datacollection. First is to use CyberTracker to log any animal sighting that they seen on or under the

board. A second option is to use the Funnel described below. This allows investigation of the

microscope animals living in the dirt. It produces some pretty amazing invertebrates to look at!Since these microscope invertebrates are not in CyberTracker, a paper log sheet would need to beused to log Abundance and Richness data.

Collecting Soil Animals With a Funnel

Here is an easy way to discover the amazing animal diversity that lives in ordinary leaf litter andhumus. With this simple device you can extract many of the creatures that live in soil, helping

students see that biodiversity is everywhere around them, not just in far away rain forests or coralreefs.

The funnel is called a "Berlese funnel, " (pronounced ber-laze-ee), after Antonio Berlese, a

important entomologist from Italy who invented it in the early 1900's. Modified versions of it arewidely used by entomologists and ecologists who study the small animals living in soil and leaf

litter. Most of these animals need relatively moist and cool conditions to survive. The funnelworks by trapping them as they move away from the dryness, light, and heat of the lamp.

Here is what you need:

a one-gallon plastic milk container (empty) a medium sized empty jar with a tight lid (about the size of a 1 pint Mason jar is good) a stick -- about 25 cm long 1/8th or 1/4th inch mesh hardware cloth or aluminum window screen (15 X 15 cm) a pair of scissors masking tape or duct tape ethanal (aka ethyl alcohol, aka rubbing alcohol) -- available at drug stores a desk lamp or gooseneck lamp with a regular incandescent bulb (optional, but worth the

effort)

Assembly:

1. Cut the bottom out of the milk jug (Fig. 1) and turn it upside down over the Mason jar tomake a funnel.

2. Tape the stick to the handle of the milk jug (Fig. 2) so it is just long enough to reach theoutside bottom of the Mason jar.

3. Bend down the corners of the hardware cloth so it fits snugly inside the wide end of thefunnel. If using window screen, cut and pinch numerous slits so larger animals can crawl

through.4. Collect several handfuls of humus or leaf litter and put them on top of the wire mesh.

5. Pour alcohol into the Mason jar to a depth of 1-2 cm.6. Carefully set the funnel on top of the jar and tape the stick to the jar so it won't tip over.

7. Leave the funnel in a warm, quiet place where it won't be disturbed.

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Who Likes Flowers?

The Big Picture

The idea of this experiment is to attract pollinator insects with cultivated or artificial flowers. As

various species of pollinators have co-evolved with species of flowering plants, the insects have

developed preferences for color, scent and shape. We'll take advantage of those preferences andsee if we can find patterns in visiting insects.

Preparations

Weather is an important consideration for this experiment. Pollinators only fly when there's no

rain, and it is warm enough and not too windy. You'll need some flexibility to work around rainydays.

You'll need a lot of flowers, either cultivated flowering plants, or artificial ones. Either one will

do, the two options allow for different questions, and you could even use both in a class. If youuse living flowers, you'll need a place to put them out on the schoolgrounds, either planted or in

pots or flats. You'll probably want to have them out for the duration of the experiment, so you'llneed a protected place where they can be watered and tended. The point of having live plants out

on the grounds the whole time is to allow insects and other animals to colonize the plants (e.g.aphids, ants, spiders, ladybird beetles).

The other option is to make artificial flowers. These can be very simple: flat disks or inverted

cones of construction paper will be enough to attract insects, they should be at least 8 cm across.Bottle caps glued upside down in the disk or in the cone make good reservoirs for nectar. They'll

need to be attached to something to get them at least a few inches off the ground. Higher isbetter, they'll be more visible from distance that way. You'll want at least 7 flowers per student,

with colors and shapes depending on their questions. More flowers will always be better.

This experiment will require students to identify a number of flying insects, visually (very lowaccuracy) or by catching them and examining them up close (much better). The students will

benefit from some practice at this, you might want to emphasize it in earlier collecting activities.Some of the pollinators (bees, wasps) that will come can sting, and some of the flies that will

come are bee-mimics, with bright yellow and black stripes. Students can handle these insectssafely in nets, but you should encourage them to work on quiet observation skills, so catching

them will not always be necessary. Over enthusiastic netters are liable to wipe out flowers.

Students who are allergic to bee-stings should not be allowed to catch or handle any flying

insects.

Materials

Whether living or artificial, you'll probably need more than one color of flower. The three best

options are blue/dark purple, red/pink, and yellow/white. Any pair of these will have a chance ofgetting contrasting sets of visitors.

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Team Name: __________________

1. Read the following description of your class experimental setting:For the Birds!

Your class experiment will allow you to get to know one animal group better THE BIRDS!

Across the country, people use birdfeeders to attract interesting species of birds. While the birdsare eating, it is possible to get a peek at many aspects of their lives. These include what they eat,

what other animals they associate with, what they are scared of, exactly what they look like andmuch more. As you will learn in Activity D, many other animals also like to eat seeds. So dont

be surprised to find species from other animal groups chomping up your birdseed as well. Yourclass will be using bird feeders to change the abundance and richness of animals in the

schoolyard.

2. Read the following experimental questions that match your experimental setting.A. Does the richness of animals using the feeder change with the time of day?B. Does the time of day affect the abundance of animals using the feeder?C. If a bird feeder is left in one place for a long time, does it attract a greater richness

of birds that a feeder that has been in place for only a short time?D. Is the abundance of birds at a feeder affected by how long the feeder has been in a

specific location?E. Does the location of the feeder affect the abundance of animals seen?F. Is the richness of animals at the feeder affected by its location?G. Does the height of the feeder affect the abundance of animals seen?H. How does the height of the feeder affect the richness of animals seen?I. Does mixed birdseed attract a higher richness of birds than a single variety?J. Between two types of seed, which birdseed attracts a higher abundance of

animals?

K. Can you measure a difference in animal richness between feeders with differenttypes of birdseed?

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Team Name: __________________

1. Read the following description of your class experimental setting:Who Lives in the Dirt?

In this class experiment you will learn more about a whole world of animals that live beneath

your feet. These animals are the INVERTEBRATES that live on the ground and below. Theinvertebrate groups are the most diverse and abundant animals in the world, over 90% of all

animal species are invertebrates! They may be small but they do the most amazing things, andwe couldn't live without them. Just like other animals, invertebrates need shelter. Because they

are small, a leaf on the ground often offers enough shelter for several animals. By looking underan object that has been sitting on the ground for several days you can get an idea of what types of

invertebrates live in the area. Observation of this small area can tell you a lot of informationabout the invertebrates such as who likes to live on top of the dirt, who likes to live in the dirt,

how many species can live together in the same space, and much more. Your class will be usingboards on the ground outside to change the abundance and richness of animals in the schoolyard.

2. Read the following experimental questions that match your experimental setting.A. Does the ground under the board have a higher abundance of animals than a similar

area with no board?B. Does the ground under a board have a higher richness of animals than a similar area

with no board?C. Does a different size of board attract a higher richness of animals?D. Where under the board (the edges or the center) do you find a greater richness of

animals?

E. Where under the board (the edges or the center) do you find a greater abundance ofanimals?

F. If you place a board in two different microhabitats of the schoolyard, is there adifference in animal richness?

G. Does the location of the board affect the abundance of animals seen?H. Does the kind of board used affect the richness of species seen?I. If you use two different kinds of boards, is there a difference in animal abundance?J. Does the amount of time the board is on the ground affect the abundance of species

seen?K. Do you see a change in species richness over the amount of time the board is on the

ground?

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Team Name: __________________

1.

Read the following description of your class experimental setting:

Who likes flowers?

Your class experiment will allow you to get to know one animal group better THEINVERTEBRATES! Flowers are loved by many species of invertebrates for the sweet nectar

inside. While they are eating, it is possible to get a peek at many aspects of their lives. Theseinclude what they eat, what colors they like, what other invertebrates they associate with, what

they are scared of, exactly what they look like and much more. Look closely, some invertebratesare not there to eat the nectar but to eat other invertebrates. As you will learn in Activity D,

many other animals also like to visit flowers. So dont be surprised to find species from otheranimal groups flying around your flowers as well. Your class will be looking at how real or

student made flowers affect the abundance and richness of the animals in the schoolyard.

2. Read the following experimental questions that match your experimental setting.

A. Is there a higher abundance of animals attracted to red flowers than blue?B. Do red flowers attract a higher richness of animals than blue flowers?C. Is there a higher abundance of animals attracted to paper flowers with nectar than

paper without nectar? (paper flowers only)D. Is there a higher abundance of animals attracted to paper flowers with nectar than

paper without nectar? (paper flowers only)E. Is there a higher abundance of animals attracted to paper flowers with a nectar of

high sugar concentration compared to one with low sugar concentration? (paper flowersonly)

F. Does the sugar concentration of the nectar affect the richness of animals visiting?(paper flowers only)

G. Does the size of the flower patch affect the abundance of animals seen?H. Is there a higher richness of animals attracted to a larger patch of flowers?I. Is there a difference in the richness of animals attracted to flat versus funnel shaped

flowers?

J. Does the shape of the flowers (flat versus funnel shaped) affect the abundance ofanimals seen?

K. Is there a change in the abundance of animals that visit the flowers over the course ofthe experiment?

L. Does the amount of time the plant is in the schoolyard affect the richness of animalsthat visit the flowers?

M.Does the kind of plant affect the richness of animals visiting?N. Is the abundance of animals affected by the kind of plant you are observing?

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3. With your team and the help of your teacher, choose one of these questions for your team tostudy in your schoolyard. Write your question here:

4.

Your experimental question is one of two types. Circle A or B for your question below.

A. Does your experimental question look at changes over time?B. Does your experimental question compare two set-ups?

If you chose A, answer the questions in A below. If you chose B, answer those questions.

A BHow many times willyou collect data?

When will you collect

data?

What materials do you

need to set up theexperiment?

Where will you set up

your experiment?

What will youcompare?

What is the goal of

making thiscomparison?

What materials do youneed to set up the

experiment?

Where will you set upthis comparison?

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identify the animalsthat you are counting.

What equipment willyou use to do this?

In addition toidentifying animals,

you will need to countthem. What equipment

will you use to do this?

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For your planning, your team also needs to consider the following:

6. Is your experiment something that can be left outside overnight?Why or why not?

7. Is there any daily/weekly maintenance you need to do to keep your experiment running?

8. How will you make sure that other students in the schoolyard do not disturb your experiment?

9. On the next page, write up a summary of your detailed experimental plan.

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Our Biodiversity Experiment Set-up

Team Name: ____________________

Write this information in TWO notebooks.

One is for your team to keep and the other copy is for your teacher.

Our Experimental Question is:

Experiment set-up

1. Materials Needed:

2. Location where we would like to set up our experiment:

3. Daily/weekly maintenance necessary to keep the experiment running:

Data collection

1. Data Collection Device Needed:

2. Times/days we would like to collect data:

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Team Name: ____________________

1. Prepare any materials that you will need for your experiment while in the classroom. Thisincludes materials to set up the experiment, and measuring devices for initial data collection.

2. Go outside and set up your experiment.3. Take a picture of your set-up, or draw a picture here.

4. As a team, take the initial data on your experiment using the data sheet on the next page.

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BiodiversityExperiment Data Sheet

Team Name:_______________

(make copies of this form for each time you will collect data)

Our Question:

Date:________________ Time:__________________

General Observations:

Describe any changes that you observed or made to your experimental set-up from your

initial observations (not needed for initial data collection):

Data: Number of Animals or Number of Kinds of Animals: (if you are using CyberTracker to

collect data, make sure at least one member of your team attaches a printout of the data to thissheet.)

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